Abstract
This dissertation examines blended learning (BL) in Asian K-12 education through a systematic review and an empirical validation study in Mongolia. The first study reviews peer-reviewed K-12 BL research published between 2000 and 2024 using PRISMA procedures. We analyzed 42 studies to identify publication trends, geographic representation, BL model adoption, articulation of physical and pedagogical design layers, implementation challenges, and reported outcomes. Findings indicate that BL research is concentrated in a limited number of countries, frequently employs flipped learning models, and often lacks detailed pedagogical specification. Common challenges include infrastructure limitations, teacher preparedness, and institutional support. The second study adapts and validates the Blended Teacher Readiness (BTR) instrument with 2,430 Mongolian K-12 teachers. Multilevel confirmatory factor analysis and bifactor modeling support a multilevel bifactor structure with strong reliability across teacher and geographic levels. Together, the studies provide a regional synthesis of BL research and a validated framework for assessing teacher readiness in underrepresented contexts.
Degree
PhD
College and Department
David O. McKay School of Education; Educational Inquiry, Measurement, and Evaluation
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Bukhchuluun, Batbold, "Blended Learning Development in Mongolian K-12 Education: A Systematic Review and Psychometric Study of Teacher Readiness" (2026). Theses and Dissertations. 11384.
https://scholarsarchive.byu.edu/etd/11384
Date Submitted
2026-07-17
Document Type
Dissertation
Keywords
blended learning, K-12 education, teacher readiness, multilevel confirmatory factor analysis, Mongolia, systematic review
Language
english